improving auditory skills through training
DESCRIPTION
Improving auditory skills through training. Beverly A. Wright. Northwestern University Knowles Hearing Center. Types of learning. Types of learning. Declarative (Explicit, Conscious). Facts and Events. Fact. Event. Types of learning. Declarative (Explicit, Conscious). - PowerPoint PPT PresentationTRANSCRIPT
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Improving auditory skills through training
Beverly A. Wright
Northwestern UniversityKnowles Hearing Center
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Types of learning
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Types of learning
Declarative(Explicit, Conscious)
Facts and Events
Fact Event
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Types of learning
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
Facts and Events
Fact Event
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Types of learning
Facts and Events Skills
Fact Event
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
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Types of learning
Facts and Events Skills
MotorFact Event
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
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Types of learning
Facts and Events Skills
Motor PerceptualFact Event
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
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Types of learning
Facts and Events Skills
Motor PerceptualFact Event
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
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Perceptual learning
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Perceptual learning
Treatment option for hearing loss
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
Learning on basic tasks
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
Learning on basic tasks
Learning on wide array of tasks
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Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
Learning on basic tasks
Learning on wide array of tasks
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Basic task
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Basic task: Frequency discrimination
Which pair of tones has the lower frequency (pitch)?
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Which pair of tones has the lower frequency (pitch)?
Basic task: Frequency discrimination
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Which pair of tones has the lower frequency (pitch)?
Basic task: Frequency discrimination
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Which pair of tones has the lower frequency (pitch)?
Basic task: Frequency discrimination
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Which pair of tones has the lower frequency (pitch)?
Basic task: Frequency discrimination
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Freq
uenc
y
Time
Frequency difference
Standard Signal
Which pair of tones has the lower frequency (pitch)?
Basic task: Frequency discrimination
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Principles of perceptual learning
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Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Worse
Better
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Worse
Better
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Worse
Better
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Worse
Better
Just do it
95% confidence interval of control
post-test performance
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Worse
Better
Just do it
Significant improvement
(trained>none)
95% confidence interval of control
post-test performance
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Trained taskΔf
Time
Freq
Worse
Better
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Δt
Time
Freq
Δf
Time
Freq
Trained onInterval
Discrimination
Better
Worse
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Δt
Time
Freq
Δf
Time
Freq
Trained onInterval
Discrimination
Tested onFrequency
DiscriminationBetter
Worse
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task
Just do it
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
None Freq Interval
Δt
Time
Freq
Δf
Time
Freq
Trained onInterval
Discrimination
Tested onFrequency
DiscriminationBetter
Worse
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task
Just do it
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Karni & Sagi, 1991
Shiu & Pashler, 1992
Treisman et al., 1992
Ahissar & Hochstein, 1993
Levi & Polat, 1996
Crist et al., 1997
Fahle, 1997
Sigman & Gilbert, 2000
Meinhardt, 2002
Meinhardt & Grabbe, 2002
Visual Learning
Just do it
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Just do it
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Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
Just do it
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Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
Just do it
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Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
Just do it
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selec
tion
Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
Just do it
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selec
tion
Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization
Just do it
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Practice, practice, practice
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Better
Worse
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
# training trials/day for 6 days
9003600
Δf
Time
Freq
10
12.5
15.8
Wright, & Sabin (2007) Exp. Brain. Res.
Practice, practice, practice
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Better
Worse
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
9003600
Δf
Time
Freq
10
12.5
15.8
Wright, & Sabin (2007) Exp. Brain. Res.
# training trials/day for 6 days
Practice, practice, practice
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Better
Worse
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
9003600
Δf
Time
Freq
10
12.5
15.8
Wright, & Sabin (2007) Exp. Brain. Res.
# training trials/day for 6 days
Practice, practice, practice
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• chevron discrimination (Aberg & Herzog, 2010)• letter enumeration (Hauptmann and Karni, 2002;
Hauptmann et al., 2005)
Practice, practice, practice
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Practice, practice, practice
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Practice, practice, practice
selec
tion
Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization
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Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization selec
tion
Task performance
Practice, practice, practice
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Training
Effe
ct
Training per day
No Learning Learning
Less More
Learning threshold
Practice, practice, practice
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Enough is enough
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Wright, & Sabin (2007) Exp. Brain. Res.
360 trials per day
900 trials per day
Δt
Time
Freq
Temporal-Interval Discrimination
Enough is enough
Worse
Better
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Wright, & Sabin (2007) Exp. Brain. Res.
360 trials per day
900 trials per day
Δt
Time
Freq
Temporal-Interval Discrimination
Enough is enough
Worse
Better
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Wright, & Sabin (2007) Exp. Brain. Res.
Δt
Time
Freq
Temporal-Interval Discrimination
Enough is enough
Worse
Better
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Wright, & Sabin (2007) Exp. Brain. Res.
360 trials per day
Δt
Time
Freq
Temporal-Interval Discrimination
Enough is enough
Worse
Better
![Page 56: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/56.jpg)
Wright, & Sabin (2007) Exp. Brain. Res.
360 trials per day
900 trials per day
Δt
Time
Freq
Temporal-Interval Discrimination
Enough is enough
Worse
Better
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• ITD discrimination (Ortiz & Wright, 2010)• visual chevron discrimination (Aberg & Herzog, 2010)• mirror-reading task (Ofen-Noy et al., 2003)• motor-sequence task (Savion-Lemieux & Penhune, ’05)• visual-texture discrimination (Karni & Sagi, 1993)• speech-identification task (Roth et al., 2005)
Enough is enough
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Enough is enough
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Training
Effe
ctEnough is enough
Training per day
No Learning Learning
Less More
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Training
Effe
ctEnough is enough
Training per day
No Learning Learning
Same Learning
Less More Even More
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Training
Effe
ctEnough is enough
Training per day
No Learning Learning
Same Learning
Less More Even More
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Two wrongs that make a right
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqFreq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 66: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/66.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 67: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/67.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 68: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/68.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 69: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/69.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 70: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/70.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
![Page 71: Improving auditory skills through training](https://reader035.vdocument.in/reader035/viewer/2022062323/568165a2550346895dd8814f/html5/thumbnails/71.jpg)
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
IntervalFreq + Interval All FreqControl Freq +
SilenceFreq + Sound
Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience
Δf
Time
Freq
Worse
Better
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• Visual orientation discrimination (Szpiro et al., in press)
• Non-native phonetic contrast• Adapting to foreign-accented speech
Two wrongs that make a right
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selec
tion
Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization
Two wrongs that make a right
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Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization
Two wrongs that make a right
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Task performance
Mechanism A
Mechanism B
Mechanism CFrequency
Intensity
Duration
sensitization
Two wrongs that make a right
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Summary
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Types of learning
Facts and Events Skills
Motor PerceptualFact Event
Declarative(Explicit, Conscious)
Non-declarative (Implicit, Non-Conscious)
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Perceptual Learning
Perceptual learning
Treatment option for hearing loss
Learning mechanisms
More effective training strategies
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• Just do it• Practice, practice, practice• Enough is enough• Two wrongs that make a right
Principles of perceptual learning
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Extra slides
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Better
Worse 720 trials/day for 7 days with a 30-minute
break
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
9003600
Δf
Time
Freq
10
12.5
15.8
# training trials/day for 6 days
Need for sufficient daily training within a restricted time period
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Control Short Freq
0 15 240
Minutes between Freq + Interval
……
Adj
uste
d po
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aini
ng
thre
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Freq + Interval
Control Short Freq
Same standard
Standards differ in Interval
Standards differ in
Freq
Adj
uste
d po
st-tr
aini
ng
thre
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d (H
z)
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Control Short Freq
Adj
uste
d po
st-tr
aini
ng
thre
shol
d (H
z)
15.8
12.5
10
Worse
Better
Freq then
Interval
Interval then Freq
Passive then Freq
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Sound categorization task
mba ba pa
100
% baresponses
0
100
% mbaresponses
0ba pamba ba
Voice-onset time (10 ms steps)
Native contrastNon-native contrast
Voice-onset time (10 ms steps)
After training
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Pre1 Post1 Pre2 Post2
0.2
0.25
0.3
0.35
0.4
0.45
Passive 8
Test
Adj
uste
d sl
ope
Short Act 8
Act+Pass 8
Task + Extra Sound
Sound Only
Task Performance
mba
mba
mba
mba
mba
mba
mba
mba
mba
mba
worse
better
Adj
uste
d sl
ope
0.45
0.40
0.35
0.30
0.25
0.20
Post-1 Post-2Pre-2Pre-1
Test
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Pre1 Post1 Pre2 Post2
0.2
0.25
0.3
0.35
0.4
0.45
Short Act 8
Test
Adj
uste
d sl
ope
Act+Pass 8
RSVP 8
Task + Extra Sound
mba
mba
mba
mba
mba
mba
mbaV
mbaV
Task + Extra Sound during Visual Demand
Task Performancemba
mba
worse
better
Adj
uste
d sl
ope
0.45
0.40
0.35
0.30
0.25
0.20
Post-1 Post-2Pre-2Pre-1
Test
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Pre1 Post1 Pre2 Post2
0.2
0.25
0.3
0.35
0.4
0.45
Act+Pass 8
Test
Adj
uste
d sl
ope
RSVP 8
RVQuiet 9Task + Extra Sound
mba
mba
mba
mba
mba
mba
mbaV
mbaV
Task + Extra Sound during Visual Demand
mba
mbaV V
Task + No Sound during Visual Demand
n = 9
worse
better
Adj
uste
d sl
ope
0.45
0.40
0.35
0.30
0.25
0.20
Post-1 Post-2Pre-2Pre-1
Test
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Enhancing learning, greater amplified auditory responses can arise from prior ….
time
Internal response to stimulation
time
timeV
Task performance
Additional stimuluspresentations
Visual demand in quiet
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Dis
crim
inat
ion
thre
shol
d(7
9% c
orre
ct, i
n m
s) 20
10
15 min
4 hrs
Time Course of Interference
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Dis
crim
inat
ion
thre
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d(7
9% c
orre
ct, i
n m
s) 20
10
15 min
4 hrs
Dis
crim
inat
ion
thre
shol
d(7
9% c
orre
ct, i
n m
s) 20
10
Time Course of Interference
…
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Dis
crim
inat
ion
thre
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d(7
9% c
orre
ct, i
n m
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10
15 min
4 hrs
Dis
crim
inat
ion
thre
shol
d(7
9% c
orre
ct, i
n m
s) 20
10
Time Course of Interference
…